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Why DIYguru?

Bridging the gap between education, skills & employability, since inception

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With 1.25 billion below the age of 25, India should have a youthful, dynamic and productive population for years to come But India faces a dire need for skill development. DIYguru, an ed-tech startup, caters to this by a platform with Online resources, Maker’s courses, DIY Tools, Workshops, Webinars and personalized mentorship by industry experts. We believe in “learn-by-doing”. We also inspire and assist in ‘Makerspaces’ to build, innovate and share ideas. DIYguru is a team of educators and engineers aiming to change modern education culture by bridging the gap between relevant education, real-world skills, and employability.

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Promoting Maker’s Culture to Spur the wave of Experimentalism

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DIYguru intends to promote Maker’s Culture in India and propel the wave of experimentalism, innovation and Do-It-Yourself attitude among students and professional.

We also aim to change the modern education culture, with well-formed minds capable of dealing with the entirety of modern civilization. We want to inspire the young to innovate and make a difference for a better world. DIYguru intends to promote Maker’s Culture in India and propel the wave of experimentalism, innovation and Do-It-Yourself attitude among students and professional.

We also aim to change the modern education culture, with well-formed minds capable of dealing with the entirety of modern civilization.

Our Educationists

Skill based Training through Maker’s Learning approach.

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Technology, Innovation and creative collaborations with experts are the foundations of DIYguru’s commitment. Instructors, trainers and mentors provide industry ready certified courses, services and experiences that deliver the desired learning outcomes with skills needed.

Our educationists strive hard to provide manufacturing industries with skilled students who have the advantage of Job Opportunity and Entrepreneurship in Manufacturing Sectors by gaining Skill based Training through DIY Learning approach. We wish to inspire young students to live lives of passion and purpose — and learn how they can change the world through science & engineering.

Why Do We Exist?

Is the future of education learning by doing?

This idea of learning by doing is what is now called “experiential learning,” and though it’s demanding, it is also very effective. Image: REUTERS/Siphiwe Sibeko

It used to be enough for students to spend four years working hard on assignments, labs and exams to earn a useful undergraduate degree that signalled competence and was redeemable for a good job.

Employers would spend weeks or months training their newly hired graduates, sometimes in cohorts, shaping their broad knowledge so it could be applied to the specific needs of the company or government agency.

That means students must learn and apply their knowledge at the same time, inside and outside the classroom, all without adding extra months or years to their studies. After completing their degrees, they are expected to be ready to compete for jobs and jump into working life immediately, without further training.

In the ongoing global drive for efficiency and competitiveness, education and training are now seen as the responsibility of the post-secondary sector, where students face a wider set of expectations not only to learn and synthesize subject matter, but to adapt it and put it to use almost immediately.

Impact of non-cognitive and cognitive skills
Image: The Hamilton Project

Lernen durch Tun

This idea of learning by doing is what is now called “experiential learning,” and though it’s demanding, it is also very effective. It is vital to the mission of all advanced institutions of higher learning.

In class, this method of learning means replacing chalk-and-talk pedagogy of the past with inquiry, problem-based and project-based learning, sometimes using the tools of what we call a maker space — an open, studio-like creative workshop.

These methods recognize that lectures on complex, abstract subjects are difficult to comprehend, and that hands-on, minds-on learning by experience not only makes it easier to absorb complex material, it also makes it easier to remember.

Outside class, experiential learning takes the form of clubs, activities and competitions for fun, such as the international EcoCAR competition, converting muscle cars from gas to electric power, oder hackathons that see students compete to solve complex technical and social problems. For example, In Canada this year at McMaster, experiential learning has been both the competition and the prize as six winners of an extracurricular Big Ideas competition flew off to tour Silicon Valley facilities where they hope one day to work or learn how to start up their own ventures.

Experiential learning also means engaging undergraduates directly in high-level research that was once the exclusive domain of graduate students and professors, exposing them to scholarship at the highest level from early in their academic careers.

In the community, experiential learning is learning through service, both within and beyond one’s area of study — rebuilding hurricane-damaged communities, for example, or helping at local soup kitchens. We are teaching students not only to be workers who drive the modern economy, but also to be engaged citizens.

Work-integrated learning sees students stepping into the actual workplace to get a flavour of what working life is like in their fields, including managing time, working independently, multi-tasking, and adapting to the particular culture and expectations of a specific workplace, all as part of their formal education.

We want students to understand and approach the grand challenges and wicked problems facing our world, such as climate change and opioid addiction, which are not solely issues of science or technology, sociology or economics, but complex, layered issues that demand broad thinking and collaboration.

World needs innovators

We want our students to be innovators. If life in world is to improve, especially in the context of challenging trade relationships such as NAFTA, we need a workforce that can address global problems with innovation that is relevant —technologically, socially, economically, with respect for all cultures and genders.

All of this learning drives students to begin thinking and acting with their careers in mind from their very first year of study.

Is that fair?

It is important to remember that high school has changed too. Students are better prepared than they were a generation ago. By the time they enter university, they are more aware of the new demands on their time and achievements.

Much more information is also available about employment and specific employers from portals like Glassdoor, allowing students to make more informed choices about their co-op placements or the permanent employers they will target or reject, based on reputation and organizational climate.

We cannot change the fact that the world is more competitive, nor that it takes more to succeed than it used to.

What we can do is make sure that the extra work that goes into creating and completing a fully realized university experience is as valuable as it can possibly be.

First Published on Weltwirtschaftsforum

What problems are we solving?

Why DIYguru?
Why DIYguru? – Condition of Engineering Education in India

– Key findings of a study by Aspiring Minds, a New Delhi-based employability solutions company, on skills, gender, locations and institutions.

  • Only 11% find jobs in knowledge-intensive sectors because their English skills are poor (74%), as are their analytical or quantitative skills (58%).
  • A student from a tier-3 college will get Rs 66,000 per annum less than a student of equal merit from a tier-1 college.

The report is based on a sample of more than 120,000 engineering students who graduated in 2016 from more than 520 engineering colleges across India.

India has 6,214 engineering and technology institutions with 2.9 million students enrolled, according to the Ministry of Human Resource Development.

Experts believe an economy with a large percentage of unemployable but qualified candidates is not only inefficient but a recipe for social instability. And the great mismatch in aspirations of graduating engineers and their job readiness is fertile ground for large-scale dissatisfaction and disillusionment.

The engineers analysed by Aspiring Minds are employed mainly in hardware and networking.
While 90% of engineering graduates want mechanical, electronics/electrical and civil engineering jobs, only 7.49% are employable in such roles. In interviews conducted for the study, software was the preferred sector for 53% of engineers, while 44% preferred core engineering jobs.

Let us examine the skills these engineers bring to the software industry. Less than 20% of engineers are employable for software jobs. Of 600,000 engineers who graduate annually, only 18.43% are employable for software engineer-IT services role; no more than 3.95% can be deployed on projects.

Information Technology Engineers! How many are employable?
Information Technology Engineers! How many are employable?

So, most engineers are employed in hardware and networking. Their work mainly involves technical support and network management. Among non-IT roles, there is high employability as sales engineers who sell tech support to companies.

In non-tech roles, most engineers find employment in the business process outsourcing (BPO) sector mainly in telecalling and backend processing. In the more lucrative sector of knowledge processing operations (KPO), an area of high revenues, only 11.5% of engineers even qualify for the role of business analysts. The main reasons for low employability is lack of English communication (73.63% did not qualify) and low analytical and quantitative skills (57.96%).

The key reason for such poor job prospects, according to the report, is

"inadequate preparation in the domain area, the ability to apply basic principles of say, computer engineering or mechanical engineering, to real-world problems.

As many as 91.8% of computer/IT engineers and 60% of engineers from other branches fall short of the domain knowledge required for such roles. These concepts and principles are there in college curriculum, however there is a gap in teaching and learning pedagogy being followed in majority of colleges"

Location matters, for jobs and college quality. Employability varies tremendously across colleges. For instance, 18.26% of software engineers are job ready in tier-1 cities, such as Mumbai, Bangalore and Hyderabad, whereas 14.17% are employable from colleges in tier-2 cities, such as Pune, Nagpur and Surat. This variation is mirrored across states.

The message is that a large proportion of employable engineers are ending up without opportunity, a worrying trend for higher education.

Location matters so significantly that a candidate from a tier-3 college may be as qualified as a tier-1 student but his/her odds of finding a job are 24% lower; she will also earn Rs 66,000 less every year.

The source of the problem, the report said, could be current entry level hiring practices: Companies visit only certain high-ranking colleges. There is evidence that in the typical resume short-listing process, the college name is a key signal and resumes from unknown colleges are not shortlisted. It is understandable that corporations do this to make their recruitment process more efficient. However, this is leading to a lack of equality in the employment market. It is also preventing companies from accessing a large set of meritorious students.

“The IT services industry is not growing at the same pace as before and the growth of entry-level jobs is diminishing. Companies are now looking for hiring candidates who already have decent expertise in programming. Secondly, IT services companies today realise that within two years of the job, the candidate will have to communicate with international customers. As these trends catch up across industry, the employability for IT services sector, which is the largest hirer in engineering, will diminish further. To remain competitive in the job market, colleges and students need to have a fresh focus towards understanding engineering concepts, programming and English (both written and spoken).”

Wie funktioniert DIYguru?

  • Setting up DIY Labs in every Colleges and Schools of India.
  • Providing DIY online courses for remote students with 24X7 accessibility and support.
  • After completion of workshop, DIYguru offers workshop of 5 days duration at any of the DIY Labs or partner makers spaces across country.

  • Connecting DIY course takers with Industries through Internship and Job opportunities.
  • DIYguru an Bord DIY-Mentoren, die in einem bestimmten Skillset erfahren sind. Sie stellen einen Mentor für jede High School und jedes College zur Verfügung. DIY-Mentoren sind in regionalen Schulen eingebettet und arbeiten mit Schülern zusammen, indem sie Kurse anbieten, Coaching und Beratung anbieten und Techniken zur Veränderung der Herstellerkultur anwenden, um die Schüler zu motivieren.
  • Aufgrund des Mangels an angemessenem Mentoring und Kontakt zu Tier 2 und 3 Tierhochschulen müssen die Schüler Schwierigkeiten haben, die geeigneten Mentoren für ihre Projekte zu finden. Dies ist der Punkt, an dem sich diese Plattform als nützlich erweist.
  • DIYguru hat ein eigenes Portal für Wettbewerbe im Bereich der Macher, auf dem die Studenten die bevorstehenden und international anerkannten Veranstaltungen kennen lernen können.
  • DIYguru bietet Mentoren an, damit die Schüler Verantwortung übernehmen können, damit sie die Dinge selbst als Vorbereitung auf ihre eigene Zukunft machen können. Die DIY-Mentoren beginnen mit einer Hörreise mit Schülern, Dozenten und Community-Mitgliedern und helfen dann, ein Projekt für die Schule oder das College zu entwerfen. Danach bauen sie ein DIY-Team aus Studenten auf, genannt DIYguru Fellows. Anschließend entwickeln und starten DIYguru Fellows eigene DIYguru-Projekte - individuelle Projekte, die die Studenten im Laufe eines Jahres oder mehr mit Hilfe eines erfahrenen DIY-Mentors entwickeln. DIY-Fellows sind auch mit der Verantwortung beauftragt, als „DIY-Mentoren“ für Gleichaltrige zu fungieren. Sie ändern die Schul- / Hochschulkultur durch schrittweise Zusammenarbeit in der Gemeinschaft, um eine Vielzahl von Projekten aufzubauen. Im Laufe der Zeit arbeiten DIYguru-Mentoren mit Hunderten von Schülern zusammen, um sie dabei zu unterstützen, eine große Idee zu entdecken, an sich und einander zu glauben und ihren Traum in die Realität umzusetzen.

Education and Training through DIY Learning Approach

Leitbild

Our mission is to provide manufacturing industries with skilled students who have the advantage of Job Opportunity and Entrepreneurship in Manufacturing Sectors by gaining Skill based Training through DIY Learning approach. We wish to inspire young students to live lives of passion and purpose — and learn how they can change the world through science & engineering.

Unsere Philosophie

To improve the quality of DIY educational contents and use them to explain the basic concepts of design, manufacturing and make it understand to the masses.

We intend to promote makers culture in India by providing the skilled and innovative workforce to manufacturing sectors. We empower the next generation of makers education by providing DIY skill-based training and career mentoring to students.

Unser Motto

DIYguru is a movement to empower the next generation skills spurring the great wave of experimentalism, convention-breaking, and do-it-yourself attitude among the new generation students and professionals.

Grundwerte

Innovation:

We provide plethora of tangible training through visual aids of AR & VR creating far better impact on the trainees by giving them first hand maker’s experience of practical implementation, of the theoretical knowledge currently available to them.

Verbesserung
We plan on providing training with Virtual workspace where trainees can experience and get feel of designing a model.

Skalierbarkeit:
India has 6,214 engineering and technology institutions with 2.9 million students enrolled, according to MHRD only 17% are employable. We intend to reach to the students through setting up DIY Labs in Colleges and promoting makers training through DIY Learning platform

DIY goals that we expect you to achieve.

ONLINE KURSE

Kickstart your maker’s career with DIYguru Online Courses made by maker’s industry trainers.

  • Automotive
  • Luft- und Raumfahrt
  • Robotik
  • 3-D Printing

MAKER’S SPACES

Steve Jobs, Steve Wozniak, Jeff Bezos, Bill Gate, had their garages. DIYguru presents you Maker’s spaces. Here, you can learn, ideate, create and share ideas. Industry experts mentor you through the journey of your creations.

CAREER CENTER

SEE THE SPACE. MEET THE PEOPLE. DO THE JOB.

  • Vereinbaren Sie einen Termin
  • Search for jobs & Internship
  • Get help with your resume
  • Career Mentoring by Industry Experts

MENTORSHIP

  • Project mentorship by industry experts
  • Skill-set mentorship
  • DIY Mentors
  • Global Awareness programs

SKILL BASED BOOTCAMPS

  • Seminare
  • Hands-on Workshops
  • Webinare
  • Industry Showcase

VERANSTALTUNGEN

Hosting Maker’s Events at international level which includes –

  • Off Road Leagues
  • Drone Events
  • Robo Events

Become a maker at DIYguru

Wir sind #1 DIY Learning Platform und bieten Online-Kurse für Hersteller im Bereich Automobile, Luft- und Raumfahrt, Drohnen und Robotik an. Wir möchten die Ausbildung der nächsten Generation fördern, indem wir auf Fertigkeiten basierende Schulungen und Mentoring anbieten.

Anerkannt von Startup India DIPP
Zertifikat-Nr. - DIPP9213

Diyguru Bildung und Forschung Private Limited
Firmenidentifikationsnummer (CIN): U80904DL2017PTC323529
Registrierungsnummer: 323529.

Kontakt | Unterstützung

+91-1140365796 | +91-9685-000-113 | +91-7013-781-548
Neue Anfrage : enquiry@diyguru.org

Bestehende Studenten: support@diyguru.org

DIY-Kampagne 2017-18: Bericht
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